1. The Computer
as a Tutor

2. The computer is
one of the wonders
of human ingenuity.

3. With the invention of the
microcomputer (now also
commonly referred to as PCs or
personal computers), the PC has
become the tool for programmed
instruction.

4. Computer-assisted Instruction
(CAI)
• The computer can be a tutor, in effect,
relieving the teacher of many activities
in his personal role as classroom
teacher.
• The computer cannot totally replace
the teacher since the teacher shall
continue to play the major roles of
information deliverer and learning
environment controller.

5. The teacher must:
Ensure that students have
the needed knowledge and
skills for any computer
activity.

6. The teacher must:
Decide the
appropriate learning
objectives

7. The teacher must:
Plan the sequential and
structured activities to
achieve the objectives

8. The teacher must:
Evaluate the students’
achievement by ways that
tests specific expected
outcomes

9. Students in CAI play their own
roles as learners, as they:
Receive information

10. Students in CAI play their own
roles as learners, as they:
Understand
information for the
computer activity

11. Students in CAI play their own
roles as learners, as they:
Retain/keep in mind the
information and rules for the
computer activity

12. Students in CAI play their own
roles as learners, as they:
Apply the knowledge and
rules during the process of
computer learning

13. The computer plays its roles
as it:
Acts as a sort of tutor (the role
traditionally played by the
teachers)

14. The computer plays its roles
as it:
Provides a learning
environment

15. The computer plays its roles
as it:
Delivers learning
instruction

16. The computer plays its roles
as it:
Reinforces learning
through drill and
practice

17. The computer plays its roles
as it:
Provides
feedback

18. CAI integrated with Lessons
•CAI computer learning should
not stop with the drill and
practice activities of students

19. CAI integrated with Lessons
•CAI works best in reinforcing
learning through repetitive
exercises such that students can
practice basic skills or knowledge
in various subject areas

20. CAI integrated with Lessons
•In these programs, the computer
presents a question/problem first and
the student is asked to answer the
question/problem. Immediate feedback
is given to the student’s answer

21. When and how can teachers
integrate drill and practice
programs with their lessons?
• Use drill and practice programs for
basic skills and knowledge that
require rapid or automatic
response by students

22. When and how can teachers
integrate drill and practice
programs with their lessons?
• Ensure that drill and practice
activities conform to the lesson
plan/curriculum

23. When and how can teachers
integrate drill and practice
programs with their lessons?
•Limit drill and practice to 20-
30 minutes to avoid boredom

24. When and how can teachers
integrate drill and practice
programs with their lessons?
• Use drill and practice to assist
students with particular
weakness in basic skills

25. The tutorial software should
be able to:
• Teach new content/information to
students
• Provide comprehensive
information on concepts in
addition to practice exercises

26. The tutorial software should
be able to:
• Can be effectively used for
remediation, reviewing or
enrichment

27. The tutorial software should
be able to:
•Allow the teacher to introduce
follow-up questions to stimulate
students’ learning
•Permits group activity for
cooperative learning

28. SIMULATION
PROGRAMS
• These are another kind of
software that is
constructivist in nature.

29. These simulation software:
• Teaches strategies and rules
applied to real-life
problems/situations
• Asks students to make decision
on models or scenarios

30. These simulation software:
• Allows students to manipulate
elements of a model and get
the experience of the effects of
their decisions

31. INSTRUCTIONAL GAMES
• While relating to low-level learning
objectives, instructional computer
games add the elements of
competition and challenge.

32. PROBLEM-SOLVING
SOFTWARE
• These are more sophisticated than the
drill and practice exercises and allow
students to learn and improve on their
problem-solving ability. Since problems
cannot be solved simply by memorizing
facts, the students have to employ
higher thinking skills such as logic,
recognition, reflection, and strategy-
making.

33. MULTIMEDIA ENCYCLOPEDIA
and ELECTRONIC BOOKS
• MULTIMEDIA ENCYCLOPEDIA can
store a huge database with texts,
images, animation, audio and video.
Students can access any desired
information, search its vast contents
and even download/print relevant
portions of the data for their
composition or presentation.

34. MULTIMEDIA ENCYCLOPEDIA
and ELECTRONIC BOOKS
• ELECTRONIC BOOKS provide
textual information for reading,
supplemented by other types of
multimedia information (sounds,
spoken words, pictures, animation).
These are useful for learning reading,
spelling and word skills

35. CONCLUSION
The computer is a tutor in this
new age of learning. It does not
replace the teacher , although it
assumes certain roles previously
assigned to teachers who now has
to take the new role of facilitator
and guide.

36. CONCLUSION
Integrating computer exercises
is the new task of the teacher who
can find in the computer and
computer software an alternative
medium to the traditional classroom
practice of delivering information
and supporting learning activities.

37. CONCLUSION
In the years ahead, we shall the
computers in schools as a common
tool for the enhancement of the
student’s thinking, communication and
collaboration skills. Computer will
become an integral component of the
future classroom and not a mere
machine that can deliver routine drills
and exercises.

38. END

39. Thank you for listening!
Reported by:
Alyssa Denise A. Valino
BSED 3